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Table 2 Subgroup analysis of outcome measurements

From: Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training

Factors

Studies

(n)

Sample size (I)

Sample size (C)

WMD

95% CI

Knowledge Scores

 Teaching methods

PBL

27

783

750

6.86

(5.31–8.41)

PBL + CBL

14

328

329

7.74

(5.64–9.84)

 Departments

Non-surgery

20

598

594

6.23

(4.53–7.93)

Surgery

16

420

392

8.80

(6.63–10.97)

Diagnostic imaging

4

93

93

4.55

(3.58–5.53)

Skill Scores

 Teaching methods

PBL

16

421

420

5.41

(3.55–7.26)

PBL + CBL

6

126

129

9.53

(6.37–12.69)

 Departments

Non-surgery

8

226

229

4.99

(2.46–7.52)

Surgery

12

273

272

8.59

(5.97–11.20)

Diagnostic imaging

2

48

48

1.30

(-0.11–2.71)

Practical Skills Assessments

 Teaching methods

PBL

15

473

467

8.90

(7.46–10.33)

PBL + CBL

12

314

314

7.94

(6.04–9.84)

 Departments

Non-surgery

18

567

562

7.95

(6.59–9.31)

Surgery

7

175

174

10.19

(7.93–12.45)

Diagnostic imaging

2

45

45

6.87

(2.36–11.38)

Total Scores

 Teaching methods

PBL

15

447

447

7.67

(4.79–10.56)

PBL + CBL

12

323

325

9.92

(7.57–12.27)

 Departments

Non-surgery

16

466

468

8.24

(5.66–10.83)

Surgery

7

196

196

9.55

(5.39–13.72)

Diagnostic imaging

3

83

83

10.07

(5.28–14.86)

  1. PBL Problem-based learning
  2. CBL Case-based learning
  3. I Intervention group
  4. C Control group